Source Activity: [4.3 Cafe Society from Corbett (2010) teacher handbook, p.73]
Description: Arabic learners will be introduced to two different types of cafe in the Arab world. One is a traditional Arabic cafe and the second one is an International chain cafe such as StarBucks, which mirror the cafe at the leaners' home country. By using video, menus and vocabulary list, students will learn about the two different environments by comparing and relating to their own culture. Students will demonstrate their understanding by role playing through interpersonal speaking mode of communication. By the end of the class, students will assess their learning by testing their ability to distinguish between the two types of cafe.
Context: Level : Novice high Age : 16 years old Students: U.S. High school students - Eight students. Course: 10th grade -Arabic level Two School : Gill St. Bernard’s
Using the Arabic language;
Students will be able to describe (using at least three sentences) the difference between the traditional and the international chain cafe:
A. “Cafe Name” offers …., B. I usually like .. … at “Cafe Name”. C. I prefer this type of cafe ..…. , because , …)
Students will be able to identify different items to order in both traditional and international chain cafe.
Students will be able to model how to make an order in both traditional and international chain cafe.
Class Time: 50 minutes .
Materials / Preparation: Materials: 1- Video about a traditional cafe in Egypt ( Qahwat El-Fishawy) قهوة الفيشاوي 1- https://www.youtube.com/watch?v=1EnvlUhgfso 2- https://www.youtube.com/watch?v=NGQzIguK_l4 2- Video about an international chain cafe in Egypt ( Star Bucks) ستاربكس 1- https://www.youtube.com/watch?v=gmBxlh4rf7c 3- PP Presentation to introduce the new vocabulary associated with visuals. Presentation will be shared online with the class. 3- Menu in Arabic (Hand out) from ( Qahwat El-Fishawy) قهوة الفيشاوي 4- Menu in Arabic (Hand out) from ( Star Bucks) ستاربكس 5- KWL chart (Hand out). 6- Conversation template for the students to use in ordering from the cafe of their interest. (Hand out) 7- Cafe Type assessment. (Hand out) Preparations: 1- PowerPoint presentation for the new vocabulary 2- Teacher will bring some authentic materials such as tea pot , mint leaves, small class cups, cooper tray , chess game, backgammon game, sandwich and coffee mug. 3- Two MP3 players with speakers to run music files that fit each type of the cafe.
Procedure: 1- ( 5 minutes) Warm up questions: Teacher will give the students an KWL form to use during the class. In the first column of the chart ( Know) and if they know, students will write their answers for the warm up questions: A. Where should you go to have a drink ( for example, tea or coffee )? After the students give some answers, teacher will post on the board two different pictures, one for ( Qahwat El-Fishawy) قهوة الفيشاوي & another one for ( Star Bucks) ستاربكس . B. What is different between these two types of cafe? C. What else can you do there other than having a drink? D. After each question, teacher reminds the students to write what they know already in the ( KNOW ) column. E. Students write what they want to know in the ( WANT) column. 2- ( 10 minutes) Watching two different videos: Students will watch the videos to discover the differences between two different types of cafe in Egypt. 3- ( 2 minutes ) follow up question: Teacher explain some of the main difference between the two cafe. repeats Q. (B) & encourage students to write it the LEARNED column. 3- ( 5 minutes) Watching a PPP : Teacher runs PP presentation using a projector to introduce & instill the new vocabulary. The new vocabulary introduces each cafe description & menu. 4- ( 10 minutes ) Students will work in pairs: Students will work in pairs while teacher moves around the class to facilitate & answer questions. Students cooperate to: 1- Fill the ( LEARNED ) column in the KWL chart. 2- Using the PPP ( P. 10 & 11) & their KWL, students fill in the blank about the two different types of cafe ( Qahwat El-Fishawy) قهوة الفيشاوي & ( Star Bucks) ستاربكس . Students are required to fill three different sentences. 5- ( 5 minutes ) Students will prepare for role play using a handout: Students will be divided into two groups ( ( Qahwat El-Fishawy) قهوة الفيشاوي Group & ( Star Bucks) ستاربكس Group. Each group will have two customers and two waiters. Each customer and waiter will work together to practice a conversation on how to make an order at the cafe they chose . Students presentation is required to use the new vocabulary that is best associated with their cafe type. 6- (10 minutes ) Students presentation: Students will be assigned to work in pairs to demonstrate their interpersonal speaking presentation. Teacher will have a seen set for the students that include authentic tools that can be found in each cafe type to promote authenticity to the activity ( Music, tea cups …. ( See Preparation )) 7- ( 3 minutes ) Assessment : Teacher gives the students a handout with three different cafe names & pictures. Students will answer the three questions in each page to show their ability to distinguish between traditional & international cafe in Egypt.
Recommendations / Variations: 1- It is recommended to have the class in a language lab where students will have access to Pcs. 2- If the class time was not enough, cafe assessment can be a homework assignment. 3- I would like if I can encourage the students to go to a local cafe at their home town and discuss with the class if their “ local / traditional “ cafe is different from an international chain cafe. Why? or Why not?
Through observation, and description of cultural practice (ACTFL Standards), students in this activity will have a path to Interpret & relate culture aspect from the Arab culture to compare between going to a traditional cafe in Egypt and going to an international chain cafe which will mostly mirror where they can go on their own country. This activity represent two different environments that non native speakers of Arabic will encounter when visiting Egypt. I believe that it is important for our learners to discover the Arabic cultural information by describing a familiar practice such as going to a StarBucks cafe, and compare it to the traditional Arabic cafe.
I started the activity with warm up questions to introduce the topic to the students through thinking and connecting familiar ideas to the Arabic culture practice. It is my first time presenting a KWL chart during class activity. The students will be given clear instructions on when and how to fill this chart through the class. The main goal for this chart is to motivate the students to be more involved in their learning process, by recognizing what they know, what they do not know and what they have learned. Many of the teaching part will be during classwork were the teacher will answer questions, and introduce follow up questions.
I chose the interpersonal presentational speaking as the communication mode for this activity to help the students to experience spontaneous questions and answers relating to the topic. I wanted the students to have the opportunity to negotiate meaning, focus on message and bring follow up questions. During the prep time, students will have time to work with other peers to rehears, however, for the role-play part, students will switch parterres. This strategy will ensure the spontaneity of the conversation and not memorizing the dialogue. The activity will end by using a formative assessment to evaluate the student ability in distinguish between the two different types of cafe, through pictures and menu.